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dc.contributor.authorOstmeyer-Kountzman, Katrina Francineen_US
dc.date.accessioned2015-12-05T07:00:25Z
dc.date.available2015-12-05T07:00:25Z
dc.date.issued2014-06-12en_US
dc.identifier.othervt_gsexam:2748en_US
dc.identifier.urihttp://hdl.handle.net/10919/64287
dc.description.abstractSchool-wide positive behavior support (SWPBS), a tiered prevention model targeted at making educational environments safe and effective, is swiftly gaining popularity in the United States (Brandt, Chitiyo, May, 2012). This model aims to teach prosocial behavior through positively stated rules and expectations; however, there is little research examining social skills instruction using a tiered model (Schoenfield, Rutherford, Gable, Rock, 2008). This is of considerable concern for children with autism spectrum (ASD) and related social disorders as educators attempt to address the social needs of these students within a SWPBS framework (Sansoti, 2010). The current study aimed to begin exploration into the topic of a tiered social skills training framework for children with autism spectrum and related social/behavioral disorders and their typically developing peers by initial implementation and testing of a primary tier social skills program through the use of a mixed model research design. The program was implemented in two classrooms (1 preschool and 1 kindergarten) in southwest Virginia. A mixed-method research study was conducted to determine whether the program leads to improved classroom environment, improved social functioning for children with ASD or social difficulties (n=8), what qualities of children, teachers, and classrooms affect implementation and results, and what additional changes or elements need to be provided to implement the program without the aid of a researcher. While quantitative results failed to yield significant findings, qualitative results partially supported the use of the program. While the initial results were small to insignificant, they point to important considerations for further refinement of the program.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectsocial skillsen_US
dc.subjectpositive behavior supporten_US
dc.subjectautismen_US
dc.subjectemotional and behavioral disordersen_US
dc.subjectschoolen_US
dc.titleDevelopment and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalitiesen_US
dc.typeDissertationen_US
dc.contributor.departmentPsychologyen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplinePsychologyen_US
dc.contributor.committeechairScarpa-Friedman, Angelaen_US
dc.contributor.committeememberWhite, Susan Williamsen_US
dc.contributor.committeememberDunsmore, Julie C.en_US
dc.contributor.committeememberOllendick, Thomas H.en_US


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